발달장애아의 문제행동 중재를 위한 행동주의 접근법의 변화와 문제 = Development and Issues of Behavioral Approach on the Challenging Behaviors of Children with Developmental Disabilities

국문 초록 (Abstract)

본 연구는 발달상의 문제로 말미암아 여러 가지 문제행동을 동반하는 발달장애아동을 중재하기 위한 방법으로서의 행동주의 접근법에 관한 탐색이다. 장애아동들의 행동을 이해하기 위한 다양한 접근법이 소개되어 왔으나 특수교육 현장에 있는 아동들의 문제행동을 다루는 데에 행동주의 접근법은 가장 가시적인 효과를 나타내는 방법으로 인정되어 왔다. 근래에 이르러 미국에서는 장애아동의 문제행동을 다루기 위한 교사의 계획이 문서화 되어야 함이 법으로 제도화되었으나, 우리나라의 경우 문제행동에 대처하기 위한 교사의 계획은 주관적인 상태에 머물러 있다고 해도 과언이 아니다. 그러나 문제행동을 보다 과학적으로 분석하고 효과적인 대처를 하기 위해서는 객관적인 절차가 필요하며 무엇보다 그러해야 한다는 교사의 인식이 우선되어야 한다. 이러한 과제의 일환으로 본 연구는 장애아동의 문제행동에 대처하는 가장 효과적인 것으로 알려져 온 접근방법인 행동주의에 대하여 그것이 어떻게 발전되어 왔고 오늘날 왜 기능분석 절차가 필요하게 되었으며 그것이 얼마나 중요한지에 대한 탐색을 하고자 한다. 또한 기능분석은 어떤 절차로 진행되며 선행연구에서는 기능분석 절차의 문제로 어떤 점을 지적하고 있는지도 알아보고자 한다. 이러한 총체적 탐색은 특수교육 현장에서 빈번히 나타나고 아동의 학습과 성장, 그리고 교사의 수업 운영에 방해요소로 작용하고 있는 문제행동을 매일 다루어야 하는 현장의 교사들이 자신의 교육 방향을 설정하고 중재 및 교육의 우선순위를 결정하며 나아가 자신의 일에 대한 자신감을 갖는 데에 긍정적인 영향을 끼칠 것으로 기대된다.

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